Pupil Behaviour and Discipline Policy
Our Vision Statement:
“He set my feet on a rock and gave me a firm place to stand.” Psalm 40:2
At Warter C.E. Primary School we are working together to provide a solid foundation to learn, grow and achieve through our Christian values of hope, perseverance, friendship and respect.
This policy aims to:
- foster a positive and compassionate environment in which all children can flourish and reach their full potential
- develop relationships based on respect, generosity, integrity and trust between all members of the school community, including parents and members of the governing body
- raise awareness of desired standards of behaviour by celebrating and rewarding occasions when children have been 'values champions' (i.e. have demonstrated values in practical ways)
- ensure that there is clarity about the procedures and sanctions agreed by all stakeholders
- give children the confidence that issues relating to behaviour will be referred back to “The Golden Rule” and the school’s Christian values
(Values identified in bold)
2) Legislation and statutory requirements
This policy is based on advice from the Department for Education (DfE) on:
- Behaviour and discipline in schools
- Searching, screening and confiscation at school
- The Equality Act 2010
- Use of reasonable force in schools
- Supporting pupils with medical conditions at school
It is also based on the special educational needs and disability (SEND) code of practice.
In addition, this policy is based on:
- Section 175 of the Education Act 2002, which outlines a school’s duty to safeguard and promote the welfare of its pupils
- Sections 88-94 of the Education and Inspections Act 2006, which require schools to regulate pupils’ behaviour and publish a behaviour policy and written statement of behaviour principles, and give schools the authority to confiscate pupils’ property
- DfE guidance explaining that maintained schools should publish their behaviour policy online
It is a primary aim of Warter C.E. Primary School that every member of the school community feels valued and respected, and that each person is treated fairly and well. Warter Church of England Primary School’s behaviour policy is informed by Christian values which underpin every aspect of the community’s life and work, including the curriculum. These values are rooted in the teaching of Jesus Christ. Central to the behaviour policy in our church school are Jesus’ words recorded in the seventh chapter of the Gospel of Matthew:
“So in everything, do to others what you would have them do to you, for this sums up the Law and the Prophets.”
Widely known as ‘The Golden Rule’, this teaching enhances our set of school rules. We expect the children to reflect our school Christian values of HOPE, PERSEVERANCE, FRIENDSHIP AND RESPECT alongside “The Golden Rule”.
Misbehaviour is defined as:
- Disruption in lessons, in shared spaces between lessons, and at break and lunchtimes
- Non-completion of classwork
- Poor attitude
Serious misbehaviour is defined as:
- Repeated breaches of the school rules
- Any form of bullying
- Sexual assault, which is any unwanted sexual behaviour that causes humiliation, pain, fear or intimidation
- Racist, sexist, homophobic or discriminatory behaviour
- Possession of any prohibited items. These are:
- Knives or weapons
- Illegal drugs
- Stolen items
- Tobacco and cigarette papers
- Pornographic images
- Any article a staff member reasonably suspects has been, or is likely to be, used to commit an offence, or to cause personal injury to, or damage to the property of, any person (including the pupil)
- Intentionally coughing or spitting at or towards any other person
Additional principles of behaviour as a result of COVID-19 adjustments
Intentional breaches of the following principles of safe practice (as set out by DfE in the document “Planning guide for primary schools” published on 14th May 2020) will be deemed as misbehaviour and subject to appropriate sanction.
- It is expected that children will:
- follow any altered routines for arrival or departure
- follow the school’s instructions on hygiene, such as handwashing and sanitising
- follow instructions on who pupils can socialise with at school
- move around the school as per specific instructions (for example, one-way systems, out of bounds areas, queuing)
- adhere to expectations about sneezing, coughing, tissues and disposal (‘catch it, bin it, kill it’) and avoiding touching mouth, nose and eyes with hands
- tell an adult if they are experiencing symptoms of coronavirus
- follow rules about sharing any equipment or other items including drinking bottles
- follow amended expectations about breaks or play times, including where children may or may not play
- follow rules for use of toilets
- follow clear rules about coughing or spitting at or towards any other person (as stated above in serious misbehaviour)
- follow clear rules for pupils at home about conduct in relation to remote educationBullying
Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power.
Bullying is, therefore:
- Deliberately hurtful
- Repeated, often over a period of time
- Difficult to defend against
Bullying can include:
Type of bullying
Being unfriendly, excluding, tormenting
Hitting, kicking, pushing, taking another’s belongings, any use of violence
Racial taunts, graffiti, gestures
Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching
Direct or indirect verbal
Name-calling, sarcasm, spreading rumours, teasing
Bullying that takes place online, such as through social networking sites, messaging apps or gaming sites
Details of our school’s approach to preventing and addressing bullying are set out in our anti-bullying strategy.
5) Roles and responsibilities
5.1 The governing board
The governing body is responsible for reviewing and approving our behaviour principles.
The governing body will also review this behaviour policy in conjunction with the headteacher and monitor the policy’s effectiveness, holding the headteacher to account for its implementation.
5.2 The headteacher
The headteacher is responsible for reviewing this behaviour policy in conjunction with the governing body, giving due consideration to the school’s statement of behaviour principles (appendix 1). The headteacher will also approve this policy.
The headteacher will ensure that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.
Staff are responsible for:
- Implementing the behaviour policy consistently, conveying expectations of behaviour clearly and with confidence
- Fostering a calm and secure environment in which to teach effectively
- Modelling positive behaviour through forgiveness and the possibility of restoration and a new beginning in their relationships with both adults and children
- Building positive relationships with parents and the whole school community
- Providing a personalised approach to the specific behavioural needs of particular pupils
- Recording behaviour incidents (using CPOMS)
(Values indicated in bold)
The senior leadership team will support staff in responding to behaviour incidents.
- Be fully informed about the school's ethos, core Christian values and the behaviour policy
- Feel confident that all the decisions regarding behaviour are just, unbiased and informed by “The Golden Rule” and the school's values
- Be confident that their child is developing personally, socially and academically
- Be offered opportunities to explore further the school’s values at home, for example through the publication Home School Values
- Feel welcome in school to discuss their child's progress in a positive atmosphere.
6) Pupil code of conduct
Pupils are expected to:
- Behave in an orderly and self-controlled way
- Show respect to members of staff and each other
- In class, make it possible for all pupils to learn
- Move appropriately around the school
- Treat the school buildings and school property with respect
- Accept sanctions when given
- Refrain from behaving in a way that brings the school into disrepute, including when outside school as ambassadors for Warter School
- Build strong relationships
- Experience what it means to live as a member of an open, generous and forgiving community
- Benefit from a calm and secure learning environment
- Be fully involved in regular reviews of the behaviour policy (through School Council, Circle Time and PSHE lessons)
- (Values indicated in bold)
7) Rewards and sanctions
7.1 List of rewards and sanctions
Response to Good Behaviour
- Every Friday morning, a Celebration Worship is held in school, during which the children are rewarded for good behaviour, positive attitudes, progress in learning and attainment. The children who are to be celebrated are invited by letter to the headteacher’s breakfast which is held prior to the Celebration Worship.
- Values Champions are chosen weekly from each class. These are children who have exemplified the school’s values of hope, perseverance, friendship and respect or the Christian Values. Values Champions are awarded a certificate during our Celebration Worship and their names are recorded in the Golden Book. The Golden Book is kept on display in the school entrance.
- Praise and positive comments are given readily. Class and supply teachers, lunchtime supervisors and support teachers are all encouraged to comment on good behaviour using the 'values language' in order that children understand what the values look like in practice.
- House points are given out by all members of staff for good effort, excellent work, exemplary behaviour or for demonstrating our school and Christian Values. At the end of each half term, the winning house is rewarded with ‘Golden Time’. Running totals for each of the four houses are announced in the Celebration Worships and are also reported on the school website.
Response to Inappropriate Behaviour
When dealing with behaviour that falls below the expected standard around school, adults will:
- use “The Golden Rule” as the starting point to challenge the child on how they would have felt if they had been on the receiving end of the behaviour in question, and encourage the child to feel empathy
- ensure that the child understands why their behaviour is not appropriate
- seek to avoid confrontation and demonstrate compassion through active listening and forgiveness where there is an acknowledgement of wrong doing
- establish the facts and reserve initial judgement
- remember that quiet, personal, explicit reprimands are preferable to general criticism of whole groups
- provide children with the opportunity to make amends, reminding them that it is their behaviour, not themselves, that is unacceptable
- if necessary, removal of privileges will be used as the principal sanction
- use punishments sparingly
When dealing with behaviour that falls below the expected standard within the classroom, teachers will:
- deal with classroom problems, whenever possible, within the classroom
- require unacceptable work to be repeated
- expect a child to make up for wasted time during their free time; e.g. at break or lunch time
- inform parents if equipment is deliberately damaged and invite them to replace it
- use the ‘Ask, Tell, Send’ approach
Ask, Tell, Send Approach
- Ask child to behave, reminding them of appropriate behaviour
- Tell the child to behave appropriately (e.g. “I’ve asked you to sit quietly, now I’m telling you to sit quietly”)
- Send the child to another area of the classroom for a ‘Time Out’ session if the child continues to misbehave
When the teacher has an opportunity, they will then speak to the child calmly about their behaviour. If inappropriate behaviour continues, the child will be sent to see a member of the SLT.
7.2 Off-site behaviour
Sanctions may be applied where a pupil has misbehaved off-site when representing the school as an ambassador, such as on a school trip or on the bus on the way to or from school.
7.3 Malicious allegations
Where a pupil makes an accusation against a member of staff and that accusation is shown to have been malicious, the headteacher will discipline the pupil in accordance with this policy.
Please refer to our safeguarding policy for more information on responding to allegations of abuse.
The headteacher will also consider the pastoral needs of staff accused of misconduct.
8) Behaviour management
8.1 Classroom management
Teaching and support staff are responsible for setting the tone and context for positive behaviour within the classroom.
- Create and maintain a stimulating environment that encourages pupils to be engaged, based on mutual respect
- Develop positive relationships with pupils, which may include:
- Greeting pupils in the morning/at the start of lessons
- Establishing clear routines
- Communicating expectations of behaviour in ways other than verbally
- Highlighting and promoting good behaviour
- Concluding the day positively and starting the next day afresh through the value of forgiveness
- Having a plan for dealing with low-level disruption
- Using positive reinforcement8.2 Physical restraint
- In some circumstances, staff may use reasonable force to restrain a pupil to prevent them:
- Causing disorder
- Hurting themselves or others
- Damaging property
Incidents of physical restraint must:
- Always be used as a last resort
- Be applied using the minimum amount of force and for the minimum amount of time possible
- Be used in a way that maintains the safety and dignity of all concerned
- Never be used as a form of punishment
- Be recorded and reported to parents
Any prohibited items found in pupils’ possession will be confiscated. These items will not be returned to pupils.
We will also confiscate any item which is harmful or detrimental to school discipline. These items will be returned to pupils after discussion with senior leaders and parents, if appropriate.
Searching and screening pupils is conducted in line with the DfE’s latest guidance on searching, screening and confiscation.
- Pupil support
The school recognises its legal duty under the Equality Act 2010 to prevent pupils with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the needs of the pupil.
The school’s special educational needs co-ordinator will evaluate a pupil who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met.
Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.
When acute needs are identified in a pupil, we will liaise with external agencies and plan support programmes for that child. We will work with parents to create the plan and review it on a regular basis.
- Fixed-term and permanent exclusions
Only the headteacher has the power to exclude a child from school. The headteacher may exclude a child for one or more fixed periods, for up to 45 days in any one school year. In extreme and exceptional circumstances the headteacher may exclude a child permanently. It is also possible for the headteacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.
If the headteacher excludes a child, they inform the parents immediately, giving reasons for the exclusion. At the same time, the headteacher makes it clear to the parents that they can, if they wish, appeal against the decision to the governing body. The school informs the parents how to make any such appeal.
The headteacher informs the LA and the governing body about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term.
The governing body itself cannot either exclude a child or extend the exclusion period made by the headteacher.
The governing body has a discipline committee which is made up of between three and five members. This committee considers any exclusion appeals on behalf of the governors.
When an appeals panel meets to consider an exclusion, they consider the circumstances in which the child was excluded, consider any representation by parents and the LA, and consider whether the child should be reinstated.
If the governors’ appeals panel decides that a child should be reinstated, the headteacher must comply with this ruling.
- Drug and alcohol related incidents
It is the policy of this school that no child should bring any drug, legal or illegal, to school. If a child will need medication during the school day, the parent or guardian should notify the school and ask permission for the medication to be brought. This should be taken directly to the school office for safekeeping. Any medication needed by a child while in school must be taken under the supervision of a teacher or other adult worker.
The school will take misuse of any substances very seriously, such as glue, other solvents, or alcohol. The parents or guardians of any child involved will always be notified. Any child who deliberately brings substances into school for the purpose of misuse will be punished by a fixed-term exclusion. If the offence is repeated, the child will be permanently excluded. The school has a responsibility to inform the police and/or social services in the event of serious misuse.
If any child is found to be suffering from the effects of alcohol or other substances, arrangements will be made for that child to be taken home.
It is forbidden for anyone, adult or child, to bring onto the school premises illegal drugs. Any child who is found to have brought to school any type of illegal substance will be punished by a temporary exclusion. The child will not be readmitted to the school until a parent or guardian of the child has visited the school and discussed the seriousness of the incident with the headteacher. If the offence is repeated, the child will be permanently excluded.
If a child is found to have deliberately brought illegal substances into school, and is found to be distributing these to other pupils for money, the child will be permanently excluded from the school. The police and social services will also be informed.
9) Pupil transition
To ensure a smooth transition to the next year, pupils have transition sessions with their new teacher(s). In addition, staff members hold transition meetings.
To ensure behaviour is continually monitored and the right support is in place, information related to pupil behaviour issues may be transferred to relevant staff at the start of the term or year. Information on behaviour issues may also be shared with new settings for those pupils transferring to other schools.
10) Training and record keeping
Our staff are provided with training on managing behaviour, including proper use of restraint.
Behaviour management will also form part of continuing professional development.
Staff training is kept in our central record log.
The school keeps a variety of records concerning incidents of misbehaviour using “CPOMS”. The headteacher records those incidents where a child is sent to them on account of serious bad behaviour. We also keep a record of any serious incidents that occur at break or lunchtimes. Lunchtime supervisors give written details of any incident in the incidents book and report to their line manager who will record incidents on CPOMS.
The headteacher keeps a record of any child who is suspended for a fixed-term, or who is permanently excluded.
The Behaviour and Discipline Committee meet according to the requirements and recommendations of the ‘The Guidance for Members of Behaviour and Discipline Committees and Pupil Discipline Committees’.
Types of Committee Meeting;
- Fixed term exclusion meetings
- Permanent exclusion meetings
- Monitoring meetings
11) Monitoring arrangements
The headteacher monitors the effectiveness of this policy on a regular basis. They also report to the governing body on the effectiveness of the policy and, if necessary, make recommendations for further improvements.
It is the responsibility of the governing body to monitor the rate of suspensions and exclusions, and to ensure that the school policy is administered fairly and consistently. The governing body will pay particular attention to matters of racial equality; it will seek to ensure that the school abides by the Equality Duty Framework and that no child is treated unfairly because of race, ethnic background or disability.
The governing body reviews this policy every two years. The governors may, however, review the policy earlier than this if the government introduces new regulations, or if the governing body receives recommendations on how the policy might be improved.
This policy has been written following consultation with staff and governors. This policy should not be read in isolation but should be coupled with the aims and ethos of the school.
It is hoped that this policy reflects what is currently good practice in schools, and will be amended and reviewed in the light of new initiatives or legislation.